USING PROJECT WORK AS A SUPPLEMENT TO PROMOTE 11TH GRADERS’ AUTONOMY IN ONLINE CLASSES

TEACHING INNOVATION USING PROJECT WORK AS A SUPPLEMENT TO PROMOTE 11TH GRADERS’ AUTONOMY IN ONLINE CLASSES Scope: Theory and Methodology of Teaching English SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT HÀ HUY TẬP TEACHING INNOVATION USING PROJECT WORK AS A SUPPLEMENT TO PROMOTE 11TH GRADERS’ AUTONOMY IN ONLINE CLASSES Scope: Theory and Methodology of Teaching English TÁC GIẢ : NGUYỄN THỊ BÍNH CAO THỊ THU HOÀI TỔ : VĂN –NGOẠI NGỮ Năm học: 2021-2022 Số điện thoại: 0963003757 - 0914529015 TABLE OF CONTENTS I- INTRODUCTION Rationale 2 Aims of the study .3 Objects of the study Methods of the study .3 Schedule II- CONTENTS OF THE STUDY Theoretical background Practical background Using project work as a supplement in teaching Tieng Anh 11(new version) .9 Results of applying PBL in ELT, English text book 11, new version 29 Conclusions and suggestions 36 REFERENCES 38 I- INTRODUCTION Rationale The SARS-CoV2 virus has threatened the activity of high schools, colleges and universities, which is why the issue of whether or not to continue teaching and learning has been raised, provided that the health of students and of education staff is protected Educational institutions preferred to close traditional (face-to-face) teaching activities, including laboratories, and transferred teaching activities to the online environment in order to prevent the spread of the virus Forcibly moving educational activity to the online environment allows for flexibility in teaching and learning because courses are easily accessed Therefore, it is very difficult for teachers to monitor the learning process and the progress of students Or if so, it will take more time than usual On the other hand, teachers' roles today are considerably different than they used to be Their job is to counsel students, help them learn how to use their knowledge and integrate it into their lives so they will become valuable members of society That is why there is a high risk that formal education may affect learners’ autonomy (making their own learning decisions) due to the fact that students tend to be passive and likely just what they are required to without commenting what teachers implement in classes As the theory and practice of language teaching enters a new century, the importance of helping students become more autonomous in learning has become increasingly prominent To its critics, autonomy is an idealistic goal and its promotion a distraction from the real business of teaching and learning languages Autonomy is like a precondition for effective learning; when learners succeed in developing autonomy, they not only become better language learners but they also develop into more responsible and critical members of the communities in which they live The idea behind the project was to foster learners’ autonomy through the application of cooperative work, allowing each student to be responsible for specific tasks and, in general, to take charge of her/his own learning process As teachers and researchers who have been involved with the promotion of the idea of autonomy for a number of years, we decided to choose the topic: “Using project work as a supplement to promote 11th graders’ autonomy in online classes” due to the following reasons: Firstly, improving autonomous learning in students is considered as the key method to insure students’ learning process in the context of learning from far distance Secondly, autonomy is a legitimate and desirable goal of language education The concept of autonomy is grounded in a natural tendency for learners to take control over their learning Autonomous learning is more effective than non-autonomous learning In other words, the development of autonomy implies better language learning Finally, project work has numerous positive effects on critical thinking, motivation and engagement As we learn more about how the brain works and how humans acquire information, we are slowly tweaking our framework for learning Providing projects can drive students to encounter and struggle with useful, real-world content knowledge that they could apply to a variety of tasks Aims of the study This paper endeavors to demonstrate the value of project work in promoting learners’ autonomy in ELT in general and English teaching in particular Therefore, my theme focuses on making clear about some issues below: - What are the most difficult tasks to increase students’ interest in doing a project? - What are the most significant remains of making project work? Objects of the study The research scope includes the three classes, namely class 11A1,11A2 and class 11D1 at Ha Huy Tap High School, Nghe An province They are selected to be the participants of the study, all of them have fulfilled English text book 10 in the previous school year Methods of the study This study illustrates the findings of an action research developing learners’ autonomy through project work It was conducted at Ha Huy Tap High school in Vinh city with secondary students The instruments for data collection were journal, oral interviews, and video recordings The results revealed that learner autonomy could be developed by means of cooperative work in order to achieve common interests and support each other Furthermore, students also are expected to display self-regulation by learning strategies, as well as enhance intrinsic motivation in order to achieve leaning goals In order to this kind of action research, we must make some attempt to foster autonomy among the learners we work with In doing so we will frequently find ourselves in a position where we are able, through careful observation and analysis of empirical data, to contribute to theory The qualitative methodology was employed to collect an amount of information, compare, and then, analyse data By using the combination of these methods, the study will make clear the questions in this topic, and reach effectively the targets of the essay with 134 respondents who are the students in class 11A1,11A2 and 11D1 5.Schedule In order to evaluate the practicality and validity of project work in improving students’ autonomy, I would follow the subsequence steps: a Before applying this method: - Interview students to give their timetable doing tasks by themselves - Ask students that have they ever make target to acquire in the near future? b While applying this method: We intend to give students proper project tasks of some units in Tieng Anh 11 c After applying this method: In the post stage of doing the study, we would like to re-ask the initial questions to see the advancement as well as the progress in self-active learning II- CONTENTS OF THE STUDY Theoretical background 1.1 The concept of autonomy Discussions on autonomy are often characterised by misconceptions about the nature of the concept and its implementation For example, autonomy is assumed to imply learning in isolation, learning without a teacher or learning outside the classroom However, the concept of autonomy in language learning is relevant to the practice of language education and often seen as necessarily implying particular skills and behaviours and particular methods of organising the teaching and learning process 1.2 Nature of LA Learner autonomy (LA) is a complex concept which embraces diverse facets related to language teaching such as teachers, learners, training facilities and learning purposes, and the educational context (Benson, 2001) Therefore, LA is interpreted in different ways since Holec (1981, p.3, cited in Benson & Voller, 1997) first defined it as “learners’ ability to take charge of their own study,” which involves making decisions about learning objectives, defining the content and learning process, choosing learning strategies, implementing and mangaging their learning, and self- evaluating It is also defined as the capacity for critical thinking, decision-making and independent actions (Little, 1991), the status or situation in which learners take full responsibility for all decisions related in their education and execute those decisions (Dickinson, 1995), or learners’ identification of their needs and goals, and work to meet their needs and achieve their goals (Dam, 1995) Such definitions identify the multiple-dimension nature of LA First, it includes learnable skills such as independent working, critical thinking, decision making, and collaboration (Benson & Voller, 1997) These skills can be acquired either naturally and unintentionally or through training (Dickinson, 1995) Second, LA entails self-control and self- responsibility of learning activities, which can be completely independent from the teacher, or the school; in this respect, LA depends upon the different learning conditions although it is the property of human, not that of learning environments (Dick- inson, ibid.) For LA to develop, the learning environment must allow a certain level of freedom in learning activities (Benson, 2007) This relates to learner control of learning, i.e students are allowed to participate in decisions and choices relating to learning objectives, methods of teaching and learning materials in the classroom The concept also has a social attribute, which means skills and attitudes related to social interaction which allow learners to work collaboratively (Benson, 2001) 1.3 The importance of LA Learner autonomy (LA) plays an essential role in language education since it can help promote learning achievements, especially during the SARS-CoV2 time To this end, various approaches to developing LA have been put forward, and project-based learning claimed to develop learner autonomy (Skehan, 1998) has been documented as an approach which could develop autonomous learning skills and foreign language skills This is why project work has been integrated into foreign language education In this study, project work was used as the central tasks and contents for teaching and learning This current paper reports the results of using project work as a supplement to to promote 11th graders’ autonomy in online classes 1.4 Promoting LA by project work There are multiple ways to promote LA Ikonen (2013) summarizes six approaches to promoting LA These include resource exploitation and use of technology for self-study; study skills; allowing decision making in the classroom; granting learners the right to participate in lessons; and promotion of teacher autonomy The five pedagogical principles of Dam (2011), however, could be applicable in the classroom They involve providing learners with choices for learning contents and activities; providing clear guidelines and expectations to facilitate self-responsibility; focusing on learning process, and not transmitting knowledge; creating authentic communication and actions in the classroom; and encouraging learners to reflect on their learning Such conditions can be optimized through project activities as applied in this current study The position and nature of a project is an important issue In fact, proposals labeled as project-based learning take project work as the centre for teaching and learning activities and contents (Fragoulis, 2009) Through conducting projects, learners construct their knowledge Some basic features identify the nature and role of project work in project- based learning These include:  a focus on content learning through project work, a series of progressive tasks structured to give students the opportunity to reproduce and use their knowledge and skills,   choice during implementation process,  inspiring learners,  equal opportunities for learners to use the individual skills during group work,  ensuring that all learners are responsible for their assigned tasks,  supporting activities to help practice skills and focus on language, teacher feedback and opportunities provided for self-assessment and reflection  (Cusen, 2013, p 163) In short, projects used as the central teaching and learning activity have shown a positive impact on learning attitudes and motivation, achievements, and skills related to learner autonomy 1.5 What is PBL? 1.5.1 Definition of PBL PBL has been defined in many ways For this reason, there exists no single definition PBL is based on the constructivist learning theory, which finds that learning is deeper and more meaningful when students are involved in constructing their own knowledge Constructivism is a theory based on observation and scientific study about how people learn People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences (Vygotsky, 1978) When we encounter something new, we have to connect it with our previous ideas and experiences, it may change what we currently 11 know and believe As we acquire new information we need to continue to ask questions, explore, and assess what we currently know According to the definition of Ministry of Education of Malaysia, PBL is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, lecturer-centered lessons PBL learning activities are long-term, interdisciplinary, student-centered, and integrated with real-world issues and practices Vygotsky (1978) also stated that the PBL approach is an “in-depth investigation of a real-world topic worthy of children’s attention and effort.” Hence, field trips, experiments, model building, posters, and the creation of multimedia presentations are sample activities within PBL where students with differing learning styles demonstrate their knowledge by means of inquiry Therefore, the main aim of PBL is an active connection of pupils to educational process This process is characteristic of their openness Problem situations and questions are created by lectures 1.5.2 Types of PBL In designing PBL, the project can be classified into different types or categories It is as proposed by Henry, as cited from Sawsan (2014) as follows: The first one is structured projects In this case, the teacher determines and organizes in terms of the topic, materials, methodology and presentation It has the following characteristics: the topic is selected by the teacher as well as the methods for collecting and analyzing the information The second is semistructured project Accordingly, the project is defined and organized in part by the teacher and in part by students The teacher defines the general topic of the project, but the students have full authority to choose their own topic as well as the way they accomplish the information and the project The last one is unstructured projects The project is defined and organized largely by the students themselves Hence, the students have full authority in terms of choosing the topic, materials, methodology and presentation 1.5.3 Principles of PBL Poonpon (2014) highlighted five important principles of PBL as follows: • PBL projects are central, not peripheral to the curriculum; • PBL projects are focused on questions or problems that drive students to encounter and struggle with the central concepts and principles of a discipline; • Projects involve students in a constructivist investigation; • Projects are student-driven to some significant degree; • Projects are realistic, not school-like Practical background Firstly, the researchers felt the urge to have some changes done since the teaching and learning process suddenly turned the direction into online learning due to the COVID-19 pandemic globally Specifically, this study explored the students’ objectives and preferences in learning English during the current situation Secondly, it is a matter of fact that TIENG ANH 11 is the second of a threelevel English language set of textbooks for the Vietnamese upper secondary school It follows the systematic, cyclonical and the theme-based curriculum approved by the Ministry of Education and Training on the 23rd November 2012 The aim of this set of textbooks is to develop students ‘listening, speaking, reading and writing skill with a focus on communicative competence so that when finishing upper secondary school, they will have achieved level three of the Foreign Language Proficiency Framework for Viet Nam and taken GCSE exam in which English is considered as compulsory subject Below are lessons and content of TIENG ANH 11: GETTING STARTED contains a menu listing and the skills taught in the unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, a number of activities to check’s students’ comprehension and provide practice of the teaching points in this section LANGUAGE includes Vocabulary, Pronunciation as well as Grammar Vocabulary give in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation includes aspects of pronunciation that can be problematic to Vietnamese students such as sound clusters, weak form, stress patterns and intonation Grammar introduces and practices the main grammar points in focus They are presented in meaningful contexts and follow the three- stage approach to language teaching SKILLS include Reading, Speaking, Listening and Writing Reading contains a topic- related reading text developed to suit students’ interest and age The vocabulary and grammar points learnt in the previous sections are recycled in the reading text The text also provides an input of language and ideas for students to use in the Speaking, Listening and Writing sub- sections that follow Speaking includes three or four activities which are designed and sequenced in a way that ensures an uninterrupted link between them Listening consists of four or five activities which aim to develop listening skills such as listening for general ideas and/ or listening for specific information Writing guide students through the writing process and focus on the specific text types required by the syllabus COMMUNICATION AND CULTURE includes sub-sections Communication provides language consolidation and free practice of integrated skills This section recycles what students have learnt in the previous sections and introduces extra vocabulary for extension The activities are less controlled Students are encouraged to express their ideas and opinions freely Culture providing information about the ASEAN countries and English speaking countries around the world connected to the cultural aspects of the unit topic It helps students to broaden their knowledge of the world cultures as well as deepen that of their own Vietnamese culture LOOKING BACK offers revision and consolidation of the language learnt in the unit PROJECT is aimed at providing students with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in real – life situation Students are asked to survey or carry our research to get information about their friends, their neighborhood or to broaden their knowledge about the real world The project activities often involve teamwork which develops team spirit Much of the work for the Project can be done outside of class, at home or during break time autonomically in particular, our students enjoyed working in teams and collaborate to give critical thinking, they seemed to be very eager for each unit and feeling more confident in individual presentation to real audience More importantly, they felt that they partly contributed to lesson achievement After the 10 units, the teacher researchers measured the students’ motivation toward the lesson and had a clearer picture of how the students felt about the subject, learning preferences creating self-learning in Covid-19 time Here, we strongly believed that through PBL, the students can foster their critical thinking to support the speaking skill and combining the technology to support their performance, which make school work more meaningful and practical In general, it is revealed that most of students seemed to show higher learning interest and motivation to project activities, since PBL not only could help students to raise their speaking level but it also enabled them to gain problem-solving capabilities In specific, through communicative activities used in the activities such as oral-presentation, group discussion or debates, students had more opportunities to practice English speaking naturally without any shame or afraid, especially saved time and optimised to engage the lessons Besides, when collaborating with others in group discussion, a majority of students showed their high participation into giving their opinions to solve the problems in the project Clearly, the effects of using project work as supplement to the student autonomy in Ha Huy Tap high school is evident 4.1.2 Results of students’ tests: The 40 students from class 11A2 participating in this test were given a reading pre-test and post-tests (Appendix) about the topic in Unit 8: World Heritages Sites in order to gather baseline data scores of the research Pre-tests were carried out on the same day—one day before the interventions began and post-tests were conducted afterwards The results of the pre-tests and post-tests are shown in the table below: Subject Pre-test Post-test Post-test 3.0 4.5 4.5 5.0 5.5 6.0 3.5 5.0 6.0 6.0 6.5 7.5 4.0 4.5 4.5 6.0 6.5 7.0 37 6.0 7.0 8.0 4.0 4.5 5.5 7.0 8.0 9.0 10 4.0 4.0 4.0 11 7.0 7.0 7.5 12 7.0 8.0 9.0 13 4.5 4.5 6.0 14 4.5 4.0 5.0 15 6.0 6.5 7.7 16 6.0 6.5 7.5 17 4.0 4.0 5.5 18 6.0 6.5 6.5 19 3.0 4.5 4.5 20 2.0 4.0 5.5 21 6.0 7.0 7.5 22 1.5 3.0 5.0 23 6.0 6.0 6.5 24 6.0 6.0 7.5 25 3.5 3.0 26 6.0 6.0 6.5 27 3.5 4.0 4.0 28 5.0 6.0 7.5 29 4.5 5.0 7.0 30 4.5 4.5 5.0 31 5.0 5.5 7.5 32 6.0 6.5 7.0 38 33 5.5 5.5 7.5 34 8.0 9.0 9.0 35 6.5 7.0 7.5 36 5.5 7.0 7.5 37 5.0 5.0 7.0 38 5.0 6.0 6.0 39 5.0 5.0 7.5 40 5.5 7.0 7.0 Total 202 225.5 260 5.05 5.6 6.5 The Mean Score (ΣX /N) ( X= the total score of the subjects N= the total of the subjects) After scoring the subjects pre-test, the researcher got the sum of the subjects’ total score In order to get the mean scores of the pre-test, the researcher used a formula as the following: The mean score of test = ΣX /N (The form of formula was the total score of the subjects divided by the total of the subjects) The mean score of pre-test was 5.05, which showed that the subjects’ ability in reading comprehension was low and needed to be improved To classify students’ ability of reading comprehension, the author divided them into four levels as follows: Level Level ( Score: under 7)( Score: 7-> under 9) ( Score: 9-> 10) No % No % No % No % 15 37.5% 24 60% 2.5% 0% On the post-test, the students were given subsequent reading tests Both the first post-test and the second post-test were administered after the students underwent the project as supplement to the lesson Did the student’s reading comprehension improve after the activity before the lesson was incorporated into the lesson plans? The mean score of post-test was 5.6 This showed a little improvement after the cycle The mean score of post-test 2= ΣX /N= 39 260/40=6.5, which proved the effectiveness comprehension ability towards students’ reading The table below illustrated the remarkable improvements in students’ ability in reading lessons Results of post- tests Level Level Level Level ( Score: under 7) ( Score: 7-> under 9) ( Score: 9-> 10) No % No % No % No % Post-test 12 30% 25 62% 5% 2.5% Post-test 12.5% 27 67.5% 12.5% 7.5% The improvement in test scores graphically presented as follows: Pre- test Post- test Post- test 2 4.2 For teachers The researchers interviewed the teachers in order to find the related informationmdealing with the implementation of the research The interview was conducted after observations were carried out The interviewees include English teachers at Ha Huy Tap high school Here are their feedback and opinions: “In my opinion, project work is suitable for online class for some reasons The first,it supports the students to improve their critical thinking in order to communicate freely and spontaneously The second reason is through project work, thetudents can bring real-life context and technology to the class-room in 40 term of the use of various media and materials from internet.” said Mr Thanh Then, the researcher asked about the way to apply project work as a supplement in ELT, Mrs.Thuy responded as followings: “I apply project work in some lessons for several topics Every topic has its own steps For example, when conducting project activities, I divided the class into some groups and assigned each group to find the story from books or internet, then give each group to design puppet made from paper related to the selected story or photocopy a character from a book, cut a character from a coloring in book or draw a character, finally I have students perform puppet show Another example of PBL applied in my class is drama performance via video recorded at home The next question dealt with the teachers’ responses toward the implementation of PBL The teacher gave statement on the following: “They were very enthusiastic in doing the project It can be seen from their participation in their speaking performance Most of them tried to speak spontaneously dealing with the topic discussed, and then they tried to be responsible to the group.” said Mrs Ngoc Dealing with the statement above, it can be implied that the students actively involved in the activities and they were enthusiastic during the teaching and learning process It was also supported by the English teachers’ statement in the followings: “Students seem to be eager to the project given in speaking class because it is challenging activities and assist them to cooperate with their friends in a group” said Mrs Thuy “Most of students are interested in project work, especially when I asked them to work in a group for performing drama online They discuss seriously about the topic and the dialogue And the most interesting one is the discussion about the topic naturally thank to online atmosphere which make them avoid shyness” said Mrs Trang Conclusions and suggestions 5.1.Conclusion As stated previously in the first part, the purpose of the study is to investigate the application of the “using project work as a supplement in promotion learn autonomy” ELT for grade 11 students with the new textbook “Tieng Anh 11” Basically, the study has achieved its aim through thoroughly increasing students’ interest in doing a project and exploiting learner preference, confidence and autonomy in English online lessons In order to receive believable results for the study, experimental teaching periods in which applying project work have been conducted with the participation of a number of 11th form students at Ha Huy Tap high school The 41 results collected from the study were then analyzed qualitatively Important findings for the study have been drawn from this analysis The results reveal that the use of “project work” for online class can bring about desirable benefits to both teachers and students The most important finding is that the given tasks make students motivated and feel eager to carry out in each lesson Also, in our opinion, using project work is a good way to have adaptive activities in teaching which makes lessons more successful We ourselves find it is relaxing to be a facilitator, a guider, an adviser, an observer, a co-learner instead of being a translator and a leader, for all the activities in the classroom Both students and teachers felt the sense that we are co-learners and cooperators as well However, the application of the study and the presentation of activities in reality is still limited due to such many subjective and objective reasons as unstable internet transmission, class size, mix-leveled students, etc 5.2 Suggestion The research has thrown up some project work in lessons in Tieng Anh 11 in need of urgent teaching online situation during pandemic time As for the implication of the study, some detailed suggestions are recommended within the wish to contribute to the improvement of the teaching and learning online in the new textbook “Tieng Anh 11” Besides, it is also suggested that further research and application should be intensive and extensive to other grades and schools to reduce repetitive tasks in the textbook and make them more challenging to learners Thanks for your reading! 42 REFERENCES Bibliography: Akbari, R., Behzadpoor, F., &Dadvand, B (2009) Development of English language teaching reflection inventory System, 38(2), 211–227 Benson, P., & Voller, P (Eds.),1997 Autonomy and independence in language learning New York: Longman 270 pages Benson, P., 2001 Teaching and researching autonomy in language learning London: Longman 296 pages Benson, P., 2007 Autonomy in language teaching and learning Language Teaching 40(1): 21-40 doi: 10.1017/S0261444806003958 Brown, H (2001) Teaching by Principles : An Interactive Approach to Language Pedagogy (2nd ed.) New York: A Pearson Education Company Cusen, O M., 2013 The Child Soldiers Project: Employ- ing a projectbased learning and teaching curriculum Language Education in Asia 4(2): 163-174 Accessed on December 2, 2016 Available from http://dx.doi.org/10.5746/LEiA/13/V4/I2/A06/Cusen Dam, L., 1995 Learner Autonomy 3: From Theory to Classroom Practice Dublin: Authentik 84 pages Dam, L., 2011 Developing learner autonomy with school kids: principles, practices, results In: D Gardner (Eds.), Fostering autonomy in language learning Gaziantep: Zirve University, pp 40-51 Dickinson, L., 1995 Autonomy, self-direction and self access in language teaching and learning: The history of an idea System 23(2): 165174 10 Dixon, D., 2011 Measuring learner autonomy in ter- tiary-level learners of English Doctoral Dissertation University of Warwick, Poland 11 Fragoulis, I., 2009 Project-based learning in the teaching of English as a foreign language in Greek primary schools: From theory to practice English Language Teaching 2(3):113-119 Accessed on December 2, 2016 Available from http://www.ccsenet.org/journal/index.php/elt/article/ viewFile/2739/3286 12 Harmer, J (1989) The Practice of English Language Teaching (1st ed.) Longman 13 H.V Van (2019) Tiếng anh 11, Viet Nam Education Publishing House 14 Ikonen, A., 2013 Promotion of learner autonomy in the classroom: The student's view Master thesis Uni- versity of Jyväskylä 15 Little, D., 1991 Learner Autonomy: definitions, issues and problems 43 Dublin: Authentik 16 N H.Dung (2003), Phương pháp dạy tiếng Anh trường phổ thông, Viet Nam Education Publishing House 17 Sawsan, N (2014) Automaticity and Second Languages In the Handbook of Second Language Acquisition Oxford: Blackwell Publishers 18 Skehan, P.,1998 A cognitive approach to language learn- ing Oxford: Oxford University Press 324 pages 19 Vygotsky, A (1978) Communicative Competence: In Communicative competence in foreign language learning and teaching Aarhus: Department of English Webliography: Project-Based Learning, Edutopia, 2016, March 14 Retrieved from https://www.edutopia.org/project-based-learning https://www.english-online.at https://azota.vn/ https://padlet.com/ https://quizizz.com/ https://forms.google/ 44 APPENDIX 1: QUESTIONNAIRE This questionnaire is designed for research purposes only and is done on an anonymous basis All the information will be kept confidential Your assistance in completing the survey is appreciated Work as quickly as you can without being careless Thank you very much for your cooperation! I PERSONAL INFORMATION Full name: (optional)……………………………………………… Age: ……………………………………………………………… Gender: Where you come from? Male:  Female:  Rural areas:  Urban areas:  How long have you been learning English? II QUESTIONS Each statement is based on your experience to complete the chart There is no right or wrong answer All your answers will be confidential and will be utilized for research only Your opinion is very significant for this research Based on your experience, please check the most appropriate answer to each statement Strongly Disagree Disagree Neutral Agree Strongly Agree 1.I think I can comprehend English better when doing project 2.I think I have the confidence to overcome difficulties while some learning 3.I think collaboration with my classmates helps to improve my command of English 45 4.In addition to the given assignments by the teacher, I have a clear plan to prepare lesson extensively on my own 5.Outside of class, I make the most practise English 6.I like trying new techniques and applying technology while crediting the project presentation 7.It is encougeous for me to put newly learned English techniques into practice 8.I can consciously apply effective strategies to enhance my English 9.I can consciously monitor the usage of autonomy in learning 46 APPENDIX 2: PRE-TEST Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions One of the seven wonders of the ancient world, the Great Pyramid of Giza was a monument of wisdom and prophecy built as a tomb for Pharaoh Cheops in 2720 B.C Despite its antiquity, certain aspects of its construction make it one of the truly great wonders of the world The thirteen-acre structure near the Nile River is a solid mass of stone blocks covered with limestone Inside are a number of hidden passageways and the burial chamber for the Pharaoh It is the largest single structure in the world The four sides of the pyramid are aligned almost exactly on true north, south, east, and west – an incredible engineering feat The ancient Egyptians were sun worshipers and great astronomers, so computations for the Great Pyramid were based on astronomical observations Explorations and detailed examinations of the base of the structure reveal many intersecting lines Further scientific study indicates that these represent a type of timeline of events – past, present, and future Many of the events have been interpreted and found to coincide with known facts of the past Others are prophesied for future generations and are currently under investigation Many believe that pyramids have supernatural powers, and this one is no exception Some researchers even associate it with extraterrestrial beings of the ancient past Was this superstructure made by ordinary beings, or one built by a race far superior to any known today? The word “intersecting” in paragraph is closest in meaning to A crossing B aligning C observing D cutting What the intersecting lines in the base symbolise? A Architects' plans for the hidden passages B Pathways of the great solar bodies C Astrological computations D Dates of important events taking place throughout time The word "prophesied” in paragraph is closest in meaning to A affiliated B precipitated C terminated D foretold Extraterrestrial beings are A very strong workers B astronomers in the ancient times C researchers in Egyptology D living beings from other planets What is the best title for the passage? A Symbolism of the Great Pyramid B Problems with the Construction of the Great Pyramid C Wonders of the Great Pyramid of Giza D Exploration of the Burial Chamber of Cheops 47 KEY: 1.A D 3.D 4.D 5.C APPENDIX 2: POST-TEST The ruined temples of Angkor are perhaps one of the mast impressive Seven Wonders of the World Located in modern day Cambodia near Lake TonIe Sap, the largest freshwater lake in Asia, Angkor was the seat of power for the Khmer Empire from the ninth to the fifteenth century The ruins of Angkor are d9cumented as same of the mast impressive ones in the world, rivaling the pyramids of Giza in Egypt Why this mighty civilization died out is a question that archeologists are now only beginning to ponder The answer, it turns out, may be linked with the availability of fresh water One possible explanation far the downfall of the Khmer Empire has to with the inhabitants' irrigation system The temple and palaces of Angkor were constructed around a series of artificial reservoirs and canals which were annually flooded to capacity by the Mekong River Once filled, they were used to irrigate the surrounding rice patties and farmland during the course of the year Farmers were completely dependent upon the water for their crucial rice crop Without consistent irrigation, the farmers would have been unable to maintain functional crop production Scientists speculate that toward the end of the Khmer Empire the hydraulic systems of the reservoirs and canals broke down The construction of hundreds of sandstone temples and palaces required an enormous amount of physical labor In addition, as the capital of the Khmer Empire, Angkor contained upwards of one hundred thousand people who resided in and around Angkor In order to feed so many people, the local farmers were driven to grow food quicker and more efficiently After centuries of continual use, the irrigation system was pushed beyond its capacity Soil erosion, nutrient depletion, and the loss of water led to decrease in the food supply With less food available, the people of Angkor slowly began to migrate to other parts of Cambodia thus leaving the marvelous city of Angkor to be swallowed by the jungle Therefore, it is speculated that the Khmer Empire may have fallen victim to its own decrepit infrastructure What is the passage mainly about? a Modern day agricultural procedures in Cambodia b A possible explanation for the, decline of a civilization c The essential role water plays in farming d Religious temples of the ancient Khmer Empire The passage preceding the passage most likely discusses a architecture of ancient Asian civilization 48 b religious practices of the people of Angkor c the form of government practiced by the Khmer Empire d the other six wonders of the world According to the passage, Lake Tonle Sap in Cambodia a is an enormous fresh body of water in Asia b was unable to supply enough fish for the people of Angkor c became polluted due to a population explosion d is one of the Seven Wonders of the World Why does the author mention the hydraulic systems of the reservoirs? a They supplied irrigation from the Indian Ocean b They became non-functional due to overuse c They were destroyed by nearby warrior tribes d They helped transport the sandstones for constructing temples 5.All the following are mentioned as events that can affect food supply EXCEPT a erosion of soil b contamination of soil c reduction of nutrients d loss of water supply KEY: 1b 2d 3a 4b 5b 49 APPENDIX 3: POST-TEST2 Read the passage carefully, then choose the correct answer Taj Mahal, a mausoleum in Agra, India, regarded as one of the most beautiful buildings in the world The Mughal emperor Shah Jahan had it built in memory of his wife, Arjumand Banu Bagam, known as Mumtaz Mahal (Persian for "Elect of the Palace"), who died in 1631 Building commenced about 1632 The mausoleum was complete by about 1643 and the surrounding complex of buildings and gardens was complete by about 1653 Situated on the southern bank of the Yamuna River, the white marble mausoleum is composed of four identical facades, each containing a large central arch 33 m (108 ft) high A large bulb-shaped dome, over 73 m (240 ft) tall, rises over the center, with four smaller domes surrounding it The building is raised on a square podium with a minaret at each corner It is flanked by two red sandstone buildings-a mosque and its replica, the Jawab (Answer), a building of which the main function is visual balance Visitors approach the Taj Mahal through an imposing red sandstone gate, decorated with inscriptions from the Muslim holy book, the Qur'an (Koran) The gate and accompanying walls also contain a vast, geometrically laid out garden, 305 m (1,002 ft) on each side The enclosed garden, itself a Muslim symbol of paradise, is centered on a large, raised pool Canals divide it into four equal parts, each containing flower beds, fountains, and cypress trees (symbols of death) Inside the Taj Mahal, the tomb of Mumtaz Mahal stands at the center of an octagonal hall, while the slightly larger tomb of Shah Jahan, who died in 1666, is off to one side Both are elaborately carved and inlaid with semiprecious stones, illuminated by sunlight filtering through an elaborately carved marble screen that is also studded with jewels What is the Taj Mahal? a A temple b A monument c A tomb d A shrine Which of the following is not true? a The Taj Mahal was built by the Mughah emperor Shah Jahan b It took approximately 20 years to complete the mausoleum c The front of the building is similar in all sides d The mausoleum has four domes around it The word 'minaret' in line 11 is closest in meaning to a tower b mosque c altar d statue The Jawab 50 a is a mosque where people worship b has a main function of decorating c was decorated with inscriptions from the Koran d was built by red stones According to the passage, which of the following statements is false? a The garden of the Taj Mahal is a Muslim symbol of paradise b In beauty of design and rich decorative detail, Taj Mahal is one of the best buildings in the world c The Mughah emperor Shah Jahan died 35 years after his wife d The tombs of Shah Jahan's and his wife are located at the center of the mausoleum KEY: 1c 2d 3a 4b 5d 51 ... http://surl.li/butcn Some students’ products from class 11A1,11D1,11A2: 17 18 19 20 21 22 23 24 25 SAMPLE 4: UNIT – BECOMING INDEPENDENT - Getting started 26 The following project work was applied to the Pre-... No % Post-test 12 30% 25 62% 5% 2. 5% Post-test 12. 5% 27 67.5% 12. 5% 7.5% The improvement in test scores graphically presented as follows: Pre- test Post- test Post- test 2 4 .2 For teachers The... 7.0 7.5 12 7.0 8.0 9.0 13 4.5 4.5 6.0 14 4.5 4.0 5.0 15 6.0 6.5 7.7 16 6.0 6.5 7.5 17 4.0 4.0 5.5 18 6.0 6.5 6.5 19 3.0 4.5 4.5 20 2. 0 4.0 5.5 21 6.0 7.0 7.5 22 1.5 3.0 5.0 23 6.0 6.0 6.5 24 6.0